메뉴 건너뛰기




Volumn 9, Issue 4, 1997, Pages 313-339

Learning What Counts as a Mathematical Explanation

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0013502163     PISSN: 08985898     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0898-5898(97)90004-8     Document Type: Article
Times cited : (47)

References (39)
  • 1
    • 0003409130 scopus 로고
    • (Emerson, C. & Holquist, M., Trans.). Austin, TX: University of Texas Press
    • Bakhtin, M. M. (1981). The dialogic imagination: Four essays (Emerson, C. & Holquist, M., Trans.). Austin, TX: University of Texas Press.
    • (1981) The Dialogic Imagination: Four Essays
    • Bakhtin, M.M.1
  • 2
    • 0010750120 scopus 로고
    • An analytical framework for register studies
    • D. Biber & E. Finegan (Eds.), New York: Oxford University Press
    • Biber, D. (1994), An analytical framework for register studies. In D. Biber & E. Finegan (Eds.), Sociolinguistic perspectives on register (pp. 31-58). New York: Oxford University Press.
    • (1994) Sociolinguistic Perspectives on Register , pp. 31-58
    • Biber, D.1
  • 4
    • 0002028868 scopus 로고    scopus 로고
    • Assisting teachers and students to reform the mathematics classroom
    • Brown, C., Stein, M. K., & Forman, E. A. (1996), Assisting teachers and students to reform the mathematics classroom. Educational Studies in Mathematics, 31, 63-93.
    • (1996) Educational Studies in Mathematics , vol.31 , pp. 63-93
    • Brown, C.1    Stein, M.K.2    Forman, E.A.3
  • 5
    • 0004283029 scopus 로고
    • Cambridge: Cambridge University Press
    • Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge: Cambridge University Press.
    • (1983) Discourse Analysis
    • Brown, G.1    Yule, G.2
  • 6
    • 0002630838 scopus 로고
    • Vygotsky, Humes, and Bakhtin: From word to utterance and voice
    • E. A. Forman, N. Minick, & C. A. Stone (Eds.), New York: Oxford University Press
    • Cazden, C. B. (1993). Vygotsky, Humes, and Bakhtin: From word to utterance and voice. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 197-212). New York: Oxford University Press.
    • (1993) Contexts for Learning: Sociocultural Dynamics in Children's Development , pp. 197-212
    • Cazden, C.B.1
  • 8
    • 0002127626 scopus 로고
    • Socio-cultural-historical psychology: Some general remarks and a proposal for a new kind of cultural-genetic methodology
    • J. V. Wertsch, P. DelRio, & A. Alvarez (Eds.), New York: Cambridge University Press
    • Cole, M. (1995). Socio-cultural-historical psychology: Some general remarks and a proposal for a new kind of cultural-genetic methodology. In J. V. Wertsch, P. DelRio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 187-214). New York: Cambridge University Press.
    • (1995) Sociocultural Studies of Mind , pp. 187-214
    • Cole, M.1
  • 10
    • 0348002187 scopus 로고    scopus 로고
    • Some educational implications of genre-based mental models: The interpretive cognition of text understanding
    • D. R. Olson & N. Torrance (Eds.), Cambridge, MA: Blackwell
    • Feldman, C. F., & Kalmar, D. A. (1996). Some educational implications of genre-based mental models: The interpretive cognition of text understanding. In D. R. Olson & N. Torrance (Eds.), The handbook of education and human development: New models of learning, teaching and schooling (pp. 434-460). Cambridge, MA: Blackwell.
    • (1996) The Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling , pp. 434-460
    • Feldman, C.F.1    Kalmar, D.A.2
  • 11
    • 0001572117 scopus 로고
    • Discourse, intersubjectivity, and the development of peer collaboration: A Vygotskian approach
    • L. T. Winegar & J. Valsiner (Eds.), Hillsdale, NJ: Lawrence Erlbaum
    • Forman, E. A. (1992). Discourse, intersubjectivity, and the development of peer collaboration: A Vygotskian approach. In L. T. Winegar & J. Valsiner (Eds.), Children 's development within social contexts: Metatheoretical, theoretical and methodological issues (Vol. 1, pp. 143-159). Hillsdale, NJ: Lawrence Erlbaum.
    • (1992) Children 'S Development Within Social Contexts: Metatheoretical, Theoretical and Methodological Issues , vol.1 , pp. 143-159
    • Forman, E.A.1
  • 12
    • 0038225602 scopus 로고    scopus 로고
    • Learning mathematics as participation in classroom practice: Implications of sociocultural theory for educational reform
    • L. Steffe, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Hillsdale, NJ: Lawrence Erlbaum
    • Forman, E. A. (1996). Learning mathematics as participation in classroom practice: Implications of sociocultural theory for educational reform. In L. Steffe, P. Nesher, P. Cobb, G. A. Goldin, & B. Greer (Eds.), Theories of mathematical learning (pp. 115-130). Hillsdale, NJ: Lawrence Erlbaum.
    • (1996) Theories of Mathematical Learning , pp. 115-130
    • Forman, E.A.1
  • 13
    • 0009042054 scopus 로고    scopus 로고
    • Making explicit the implicit: Classroom explanations and conversational implicatures
    • Forman, E. A., & Larreamendy-Joerns, J. (1998). Making explicit the implicit: Classroom explanations and conversational implicatures. Mind, Culture, and Activity, 5(2), 105-113.
    • (1998) Mind, Culture, and Activity , vol.5 , Issue.2 , pp. 105-113
    • Forman, E.A.1    Larreamendy-Joerns, J.2
  • 14
    • 0001720493 scopus 로고    scopus 로고
    • "You're going to want to find out which and prove it": Collective argumentation in a mathematics classroom
    • Forman, E. A., Larreamendy-Joerns, J., Stein, M. K., & Brown, C. A. (1998). "You're going to want to find out which and prove it": Collective argumentation in a mathematics classroom. Learning and Instruction. 8(16), 527-548.
    • (1998) Learning and Instruction , vol.8 , Issue.16 , pp. 527-548
    • Forman, E.A.1    Larreamendy-Joerns, J.2    Stein, M.K.3    Brown, C.A.4
  • 15
    • 84970302351 scopus 로고
    • Discourse analysis: A sociocultural perspective
    • Forman, K. A., & McCormick, D. E. (1995). Discourse analysis: A sociocultural perspective. Remedial and special education, 16(3), 150-158.
    • (1995) Remedial and Special Education , vol.16 , Issue.3 , pp. 150-158
    • Forman, K.A.1    McCormick, D.E.2
  • 19
    • 0002806668 scopus 로고    scopus 로고
    • Cultural contexts of schooling revisited: A review of the Learning Gap from a cultural psychology perspective
    • S. G. Paris & H. M. Wellman (Eds.). Washington, DC: American Psychological Association
    • Hatano, G., & Inagaki, K. (1998). Cultural contexts of schooling revisited: A review of The Learning Gap from a cultural psychology perspective. In S. G. Paris & H. M. Wellman (Eds.). Global prospects for education: Development, culture, and schooling (pp. 79-104). Washington, DC: American Psychological Association.
    • (1998) Global Prospects for Education: Development, Culture, and Schooling , pp. 79-104
    • Hatano, G.1    Inagaki, K.2
  • 20
    • 0003574035 scopus 로고
    • Cambridge: Cambridge University Press
    • Levinson, S. (1983). Pragmatics. Cambridge: Cambridge University Press.
    • (1983) Pragmatics
    • Levinson, S.1
  • 23
    • 0003933968 scopus 로고
    • Reston, VA: The National Council of Teachers of Mathematics
    • NCTM. (1991). Professional standards for teaching mathematics. Reston, VA: The National Council of Teachers of Mathematics
    • (1991) Professional Standards for Teaching Mathematics
  • 25
    • 21344487678 scopus 로고
    • Aligning academic task and participation stains through revoicing: Analysis of a classroom discourse strategy
    • O'Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation stains through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly. 24, 318-335.
    • (1993) Anthropology and Education Quarterly , vol.24 , pp. 318-335
    • O'Connor, M.C.1    Michaels, S.2
  • 26
    • 0002676811 scopus 로고    scopus 로고
    • Shifting participant frameworks: Orchestrating thinking practices in group discussion
    • D. Hicks (Eds.), New York: Cambridge University Press
    • O'Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Eds.), Discourse, learning, and schooling (pp 63-103). New York: Cambridge University Press.
    • (1996) Discourse, Learning, and Schooling , pp. 63-103
    • O'Connor, M.C.1    Michaels, S.2
  • 29
    • 21344446474 scopus 로고    scopus 로고
    • The QUASAR Project: The "revolution of the possible" in mathematics instructional reform in urban middle schools
    • Silver, E. A., & Stein, M. K. (1996). The QUASAR Project: The "revolution of the possible" in mathematics instructional reform in urban middle schools. Urban Education.30(4), 476-521
    • (1996) Urban Education , vol.30 , Issue.4 , pp. 476-521
    • Silver, E.A.1    Stein, M.K.2
  • 32
    • 0010466028 scopus 로고    scopus 로고
    • The fallacy of decontextualization
    • van Oers, B. (1998). The fallacy of decontextualization. Mind, Culture, and Activity, 5, 135-142.
    • (1998) Mind, Culture, and Activity , vol.5 , pp. 135-142
    • Oers, B.1
  • 38
    • 84940033546 scopus 로고    scopus 로고
    • New York: Oxford University Press
    • Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
    • (1998) Mind as Action
    • Wertsch, J.V.1
  • 39
    • 21344474293 scopus 로고    scopus 로고
    • Sociomathematical norms, argumentation, and autonomy in mathematics
    • Yackel, E., & Cobb. P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal of Research in Mathematics Education, 27(4), 458-477.
    • (1996) Journal of Research in Mathematics Education , vol.27 , Issue.4 , pp. 458-477
    • Yackel, E.1    Cobb, P.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.